Studies show that the performance of Swedish students in the subject of mathematics is to be considered somewhat average. The government has therefore decided to assist with extended project funding to schools on a local level in order to improve these results.

Schools will, unlike before, practice teaching suited for the individual needs of students based on their previous experiences, knowledge level, language comprehension and their environment. This is also clearly stated in the Swedish school curriculum.

My survey shows how three teachers in primary school actually work towards individualized teaching of mathematics and what methods they prefer. This survey also answered what these teachers considered to be the obstacles and opportunities with individualized teaching methods. The difference in approach of how to practice this has also been documented.

The survey, based on interviews and class observations, have been analyzed and compared to previous research and theories in the field of teaching practices. The conclusion of the survey is that all teachers have a different opinion and approach on how to practice individualized teaching methods. The difference in interpretation of the concept is clear. The biggest obstacle is said to be lack of resources in the terms of work material and staff.